1.3

SYLLABUS

FOR

ONE YEAR

B.Ed PROGRAMME

(For Academic Sessions 2011& on wards)

FACULTY OF EDUCATION

University of Kashmir

(NAAC Accredited ‘A’ Grade University) Hazratbal, Srinagar (Jammu & Kashmir)-190006

Scheme of Courses.

A Core Papers: (Papers I to IV) EXT/INT Marks

Paper I Theory & Principles of Education (80+20) 100

Paper II Psychology of Learning & development (80+20) 100

Paper III Development of Education System in India. (80+20) 100

Paper IV Essentials of Instructional Technology (80+20) 100

B. Specialization Papers (Paper V) EXT/INT Marks

a) Alternative Education (80+20) 100

b) Creativity and Education (80+20) 100

c) Distance Education (80+20) 100

d) Elementary Computer Education (80+20) 100

e) Educational Technology (80+20) 100

f) Environmental Education (80+20) 100

g) Educational Measurement & Evaluation (80+20) 100

h) Guidance & Counseling (80+20) 100

i) Home Science (80+20) 100

j) Linguistics & Education (80+20) 100

k) Physical & Health Education (80+20) 100

l) Population Education (80+20) 100

m) Special Education (80+20) 100

n) School Management (80+20) 100

o) Value Education (80+20) 100

p) Group Project Work (80+20) 100

Note: A Student shall have to opt for one paper From the above mentioned

Specialization Papers (Paper V).

C. Methodology of Teaching (Paper VI-VII)

Group A: Languages (Paper VI) EXT/INT Marks

i) Teaching of English (80+20) 100

ii) Teaching of Urdu (80+20) 100

iii) Teaching of Kashmiri (80+20) 100

iv) Teaching of Hindi (80+20) 100

v) Teaching of Punjabi (80+20) 100

Group B: Social Sciences (Paper VII) EXT/INT Marks

i) Teaching of History & Civics (80+20) 100

ii) Teaching of Geography (80+20) 100

Group C: Science (Paper VIII) EXT/INT Marks

i) Teaching of Bio-Science (80+20) 100

ii) Teaching of Physical Science (80+20) 100

iii) Teaching of Mathematics (80+20) 100

Note: B Student shall have to opt one paper from Group A & one paper either from

Group B or Group C.

D. Practice of Teaching (Papers IX )

1. Internship & Practice of Teaching (Paper IX) EXT/INT Marks

i) Internship (30+20) 50

ii) Preparation of Teaching aids (30+20) 50

iii) Mastery of Teaching Skills through Micro

Teaching & Simulated teaching (60+40) 100

iv) Practice of teaching in actual classroom situation.(60+40) 100

No. of Papers Weightage

A. Core Papers 04 400

B. Specialization Papers 01 100

C. Methodology Papers 02 200

D. Internship & Practice of Teaching -- 300

Total 1000 marks

Note:

I. A candidate shall have to pass all the four components separately. However the marks for

Components A, B & C shall be added for the purpose of deciding division in theory and the

division in Component D shall be notified separately.

II. A candidate shall have to secure a minimum 40% of marks in Theory, 40% in Internal

assessment & 50% marks in Practice of teaching to qualify the examination.

(Prof. N. A. Nadeem)

Dean, Faculty of Education.

Paper I Theory & Principles of Education M.Marks 80

Unit I Education & Philosophy

i) Nature & Meaning of Education

ii) Aims of Education – individual and social.

iii) Nature and Meaning of Philosophy

iv) Relation between Philosophy & Education

v) Significance of Philosophy of Education

Unit II Major Philosophies of Education

i) Naturalism ii) Idealism

iii) Pragmatism. iv) Existentialism

These Educational Philosophies shall be discussed with special reference to

Aims, Curriculum, Role of Teacher & Concept of Discipline.

Unit III Educational Thinkers & their Contribution in developing Principles of Education.

i) M. K. Gandhi : Basic Education

ii) Tagore : Shanti Niketan

iii) Swani Vivekananda : Man making Education

iv) John Dewey : Learning by doing

v) Froebel : The play way method

vi) Montessori : The didactic Apparatus

Unit IV Education & the Social Frame of reference:

i) Education & Democracy --- . Basic Principles of Democracy

. Education for Democracy

ii) Education & Socialism Meaning, Importance & Role of

Education in achieving the goals of

Socialism.

iii) Education & Secularism --- . Meaning of Secularism

. Significance of Secularism in a multi

religious society

. Role of Education in multi religious

society like India.

iv) Education for National & Emotional Integration.

Unit V Culture & Social Change

i) Concept & Dimensions of Culture

ii) Characteristics of Culture

iii) Relationship between Culture & Education with special reference to

conservative and creativity roles

iv) Concept of social change

v) Factors of social change

vi) Roles of Education Vis-à-vis social change.

Note for Paper Setter:

The paper setters shall set two questions from each unit with

internal option. A candidate shall have to attempt five questions. There

shall be however, no overall option in the question paper.

References:

1. Jayaram, N. Socialogy of Education in India,

Rawat Pub; Jaipur, 1990.

2. Ghosh, Muktrshree Concept of Secular Education in India,

B.R. Publishing Corporation, Delhi-1991.

3. Prashad, Vijay Untouchable Freedom’

Oxford University Press, Mumbai.

4. Rao, Dr.D and Women Education and Empowerment

Latha, D Discovery publishing House, Delhi-1999

5. Mani, R.S Educactional ideas and ideals of eminent Indians

New Book Society of India, Delhi-1999.

6. Mukalal J.C Gandhian Education’

Discovery apub. House, Delhi –1997

7. Wilson Bryan Education Equality and Society;

George Allen and university Ltd, London-1975.

8. Moore, W E Social change,

Prentice Hall, America, 1964.

9. Klyuer Baris Religion in Indian Society’.

Stering Pub Pvt. Ltd. Delhi,1979.

10. Battamore, T.B Sociology,

Blackie and Sons (India) Ltd; 1973.

11. Nath, Prem The Basis of Education,

Schand and C. Ltd; Delhi-1979.

12. Bhatia, K.K and Principles and practice of Education’

Kalyani publisher Purohid, Trenath Delhi 1993.

13. Khan, Mohd Sharif ‘Islamic Education’

Ashish Pub House, Delhi-1986.

14. Panday, R.S Philosophing Education;

Kanishka Pub. House Delhi-1993

15. Chaube S. P Educational philosophy in India,

VPH Delhi-1993

16. Srinivas, M.N ‘Caste in Modern India,

Asia Pub House, Delhi-1962

17. Broudy H. Building a philosophy of Education

18. Brubacher Modern Philosophies of Education.

19. Brubacher A History of the problems of Education

20. Butler Four Philosophies.

21. Hassan, Ijlal Education For Today and Tomorrow;

Srinagar, Chattan Publications 1989.

22. Hassan, Ijlal Abhinav Gupta;

Srinagar Chattan Publication,1989

23. Kilpatrick An Introduction to Philosophy.

24. Kneller Introduction to Philosophy of Education.

25. Lodge An Introduction to Philosophy.

26. Ram Nath & Metaphysics and General Philosophy.

Keder Nath

27. Rusk The Doctrine of Great Educators.

28. Taneja Socio-Philosophical Foundations of Education.

29. Taneja, V.R Educational through and practice.

30. Thakur A.S The Philosophical Foundations of Education.

31. Deflecir, M.L Sociology; Human Society (Scoott.

Former and Company’s 1971)

32. Durkheim, B Education and Society

New York! The Free press, 1966)

33. Gore, M.S Education and Modernization in India

(Jaipur; Rawat Pub.1982)

34. Mannhiem, K. An introduction to Sociology of Education

(London! Rantledge and Kegan Paul, 1962 )

35. Mathur, S.S. A Sociological Aproach to India Education.

(Vinod Pustak Mandir, Agra).

36. Merril F.E. Society and Culture-An introduction to Sociology.

(Rentice Hall, inc. 1963)

37. Salamatuallah Education in the Social Context

(New-Delhi NCERT,1978)

38. Srinivas, M.N. Social Change in Modern India.

(Bombay, Allied Pub. 1967)

39. Srinivas M.N. India! Social Structure.

(Hindustan Publication Cooperation, New Delhi-1986)

40. Mohontay, J.P Education in the emerging Indian society.

41. Chanbe, S. P. Democracy, Socialism & Secularism.

42. Rather, A.R. Theory & Principles of Education

(Discovery Publishing House New Delhi)

Paper II Psychology of Learning & Development. M.Marks 80

Unit I Psychology & Educational Psychology

i) Nature & Meaning of Psychology.

ii) Methods & Scope Psychology.

iii) Nature & Meaning of Educational Psychology.

iv) Functions Educational Psychology.

Unit II Understanding Learner

Stages of Human development

i) Physical, Social, Emotional & Cognitive development patterns.

ii) Stage - specific Characteristics of Infancy & Childhood and their

developmental tasks

iii) Characteristics & Problems of Adolescents.

iv) Needs, aspiration, attitudes & Self-concept of Adolescents.

v) Guidance & Counselling for adolescents.

Unit III Learning & Motivation

i) Concept of learning & its nature

ii) Factors of influencing learning – Personal & Environmental

iii) Motivation – Nature, Types:

- Techniques of enhancing learner’s motivation

iv) S-R Theory of Learning (Thorndike)

v) Operant Conditioning theory of learning (Skinner)

vi) Gestalt theory of Learning (Kohler et al).

Unit IV Intelligence

i) Nature & Meaning

ii) Measurement of Intelligence – Concept of I.Q, Verbal, Non-verbal &

Performance tests.

(One test from each category to be discussed)

iii) Two-factor Theory (Spearman)

iv) Multifactor Theory (Thurstone)

v) Structure of intellect (Guilford)

Unit V Personality

i) Meaning & nature

ii) Development of Personality – biological & socio-culture determinants.

iii) Integration of Personality

iv) Trait-theory of Personality (Allport)

v) Factor-theory of Personality (Cattell)

vi) Psycho analytical theory of Personality (Freud)

Educational Implications of the above mentioned theories.





Reference:-

1. Mayer, R.E (1987) Educational Psychology; A Cognitive Approach, Little

Brownan and Company, Boston.

2. Gange. E (1985) The Cognitive Psychology of School Learning, Little

Brownan.

3. Derville, Leonore, M.T (1982) The use of Psychology in Teaching Longma London.

4. Biggs, Jhon B. (1987) The Process of Learning, 2nded prentice Hall, Sydney.

5. Gagne, R.M (1965) Cognitive Development, An Information processing

Approach Basic Black Well, Oxford.

6. Mc Shane, J. (1991) Cognitive Development, An Information processing

Approach Basic Black Well, Oxford.

7. Glover, J.A and Bruning Educational Psychology principles and Applications,

Scott, foreman and Co, London.

8. Dececco J.P. (1970) Psychology of Learning and instruction! Educational

Psychology, prentice Hall of India Ltd, New-Delhi.

9. K Lausmeir, H.J (1964) Learning and Human Abilities. Educational Psychology

Harper and Row and John weather Hill, Tokyo.

10. Allport g.W. Pattern and Growth in personality.

11. Ferguson Personality Measurement.

12. Hall and Lindzy Theories of Personality

13. Hilgard Theories of Learning.

14. Kelly Personality Assessment .

15. Mowrer Theories of Learning (Vol.)

16. Marx M.H. System and Theories in Psychology.

17. Ross Stanger Personality.

18. Skinnor Educational Psychology.

19. Spinthal Educational Psychology

20. Wood Worth Contemporary school of Psychology

21. Wolman, Benjamin Contemporary system and Theories in Psychology.

22. Rouf, Abdul Educational Psychology

23. Chauhan, S.S. Advanced Educational Psychology.

24. Kundu, C.L & Advanced Educational Psychology.

Tutoo.

25. Rouf, Advanced Educational Psychology.

26. Kuppaswamy, Advanced Educational Psychology.

27. Rather, A.R. Psychology of Learning & Development


Paper III Development of Education System in India M. Marks 80

Unit I A. Education in Ancient & Medieval India

i) Vedic Education

ii) Brahmanic Education

iii) Buddhist Education

Detailed description of Salient features, Objectives, Curriculum, Methods of

Teaching, Role of Teacher of these systems of Education

iv) Muslim Education - its Salient features, Objectives &

Curriculum. Method of teaching &

role of teacher.

Unit II Education in British India: Detailed study of the following landmark

documents:

i) Macaulay’s Minutes (1835)

ii) Wood’s Despatch (1835)

iii) Indian Education Commission (1882)

iv) Indian Universities Commission (1902) & Act, (1904)

v) Gokhlee’s Bill (1910-12)

vi) Sadler Commission Report (1917)

vii) Govt. of India Act (1935)

viii) Sargent Report (1944)

Unit III Education in Post-independence Era: Detailed study of the following

landmark documents:

i) Bhagwan Sahai Committee Report (1972)

ii) Secondary Education Commission (1952-53)

iii) Indian Education Commission (1964-66)

iv) National Policy on Education (1986)

v) Revised National Policy (1992)

vi) National Curriculum Framework (NCF-2005)

Unit IV Problems & Issues – I

i) Universalization of Elementary Education

ii) Women’s Education

iii) Open & Distance Learning (ODL)

iv) Value Education.

Unit V Problems & Issues – II

i) Medium of Instruction

ii) Education of Weaker Sections

iii) Adult Education

iv) Quality Control in Higher Education.





Reference:

1. Education For All-APH Publications

2. Doughlass Trends and Issue in Sec. Education

3. King World Perspective in Education.

4. Heinz Sunker Policies, Sociology and Economics of Education:

interdisciplinary and comparative perspectives.

5. Lanereys Encyclopedia of Education problems ideas and

ideologies

6. Agarwal, J. C. (1998) Major recommendations of Educational Commissions

Agarwal J.C Educations in Indiasince, 1991.

7. Dayal, B. The Development of Modern India Education.

(New-Delhi! Orient Longman’s Ltd. 1965)

8. Garg, B.R. Education For Tomorrow.

(Ambla Cantt; International Book agency 1979)

9. Hughes A.G and Current problems in India Education.

Hughes,C. (Punjab! Kitab Ghar, Jullindar)

10. Kohli Problems of Indian Education.

11. Kocher S.K Pirotal issues in indian Education.

12. Mukherji S.N. History of Education in Inida. (Baroda; Achary Book

Depot, 1966)

13. Mohantay Modern Trends in Indian Education.

14. Nurrulah, S & Development of Education (1800-1947) (New-Delhi!

Naik, J.P. Macmillion and co; Ltd, 1964.

15. Ramanathan, G Problems of Education planning and National

integration.

16. Ruhela, S.P. (Ed) Social- Determinatins of Educability in India-papers in

the sociological context of Indian Education.

(New-Delhi! Jam Bros; 1969)

17. Nanda, S.K. Introductory primary Education.

(Ludhiana : Prakash Brothers, 1982)

18. Sawak, N.S Current problems in Indian Education.

(Punjab! Kitab Ghar Jullindar)

19. Singh, R.P. Non-Formal Education-an alternative to Formal system

(New-Delhi; Bihari Publications Pvt; Ltd. 1979)

20. Rather, A.R. Development of Education System in India


Paper IV Essentials of Instructional Technology: M.Marks 80

Unit I Teaching & its Models

i) Concept of teaching.

ii) Characteristics & Functions of teaching.

iii) Phases of teaching (Jackson)

iv) Principles & Maxims of teaching

v) Concept Attainment Model (J.Bruner)

vi) Synectics Model (W.Gordon)

Each Model is to be discussed along the following:

Syntax, Social system, Principles of Reaction, Support System, Instructional

effect, Application.

Unit II Audio-Visual Aids & Teaching Devices.

i) Meaning & Advantages of A-V-aids

ii) Types of Audio-Visual Aids

a) Projected : Film, Film Straps, Overhead

Projector, Slides.

b) Non-Projected : Graphics, 3-D aids, Display boards,

Audio aids.

c) Use of Radio, TV & Newspaper as teaching aids.

iii) Teaching Devices

a) Meaning & Importance

b) Home Assignment, Discussion, Dramatization.

c) Illustration, Lecturing, Narration.

d) Observation, Source Method, Story Telling

e) Study habits & Supervised Study.

Unit III Techniques of Teacher-Preparation.

i) Microteching - Nature & Meaning, Main proposition, Phases,

Steps, Merits & Limitations.

ii) Simulated - Nature & Meaning, Mechanism,

Teaching Role Play & T-group.

- Advantages & Limitations.

iii) Programmed - Meaning & Characteristics,

Learning - Principles & Development of the Programmed

instructions.

- Types.

- Merits & Demerits.

iv) Team Teaching-Concept, Process Advantages and Limitations

Unit IV Taxonomy of Educational Objectives & Lesson Planning.

i) Bloom’s Taxonomy of instructional objectives:

- Cognitive, Affective & Psychomotor domains

ii) Formulation of Instructional Objectives (Mager’s)

iii) Meaning & Significance of lesson planning

iv) Approaches to Lesson planning.

a) The Herbartian Steps.

b) Gloverian approach.

v) Skill lesson & Appreciation lesson.

Unit V A detailed discussion of the following:

i) Problem Solving Method

ii) Dalton Plan

iii) The Project Method

iv) Heuristic Method.





References:

1. Allen Dwight and Kevin, Ryan (1969) Micro Teaching, Addison Wesley Pub

Co.London

2. Austin, F.M. (1961) Art of Questioning in the Classroom, University of London Press

Ltd. London

3. Barle Davide (1960) The Process of Communication, Holt, New York.

4. Bhatta B. D. and Sharma, S.R. (1992) Educational Technology- concept and techniques,

Kanishka Pub House, New Delhi

5. Buch, M.B. and Santharam, M.R. (1972) Communication in Classroom, CASE, Faculty

of Ed. and Psy. M.S. Univ. Baroda

6. Cherry Colin (1968) On Human Communication, MIT Press, Massachusetts

7. Dale Edgar (1961) Audio Visual Methods in Teaching (Revised) Holt Rinehart and

Einston, New York.

8. Das R.C. (1993) Educational Technology-A Basic Text, Sterling, New Delhi.

9. Davis, Irork (1971) The Management of Learning, McGraw Hill London

10. Jangira N.K. and Ajit songh (1982) Core Teaching skills: The Micro Teaching

Approach, NCERT, New Delhi

11. Joyce, B Weil, M.Midels of Teaching, Prentice Hall, New Jersey.

12. Nagpure, V. (1992) Teacher Education at Secondary Level, Himalaya Publishing House

‘Ramdoot’ Dr. Balerao Marg, Girgaon Mumbai.

13. Passi, B.K. (1976) Becoming Better Teacher, Micro teaching Approach, Sahitya

Mudranalya, Ahmedabad.

14. Robbins, Stephens, P., Organisational Behaviour VIIIth Edition, Prentice Hall of India

New Delhi.

15. Sharma, R.A. (1983) Technology of Teaching : International Publishing House

16. Rather, A.R. Introduction to Instructional Technology Gulshan Publishers Srinagar)

Paper V (a) Alternative Education

Unit I Non-formal Education

i) Introduction to non-formal education (NFE) : concept ,

nature and scope of non-formal education (NFE).

ii) Philosophical bases of NFE .

iii) Aims and objectives of NFE.

Unit II Types & Approaches of NFE

i) Types, agencies of NFE .

ii) Approaches and methods of NFE.

iii) Teachers of NFE.

iv) Aids – audio and visual.

Unit III NFE in Indian Context

i) NFE in Indian context: Prospects of non-formal education in

Indian context.

ii) Need for monitoring, evaluation and research for effective

implementation of NFE programmes.

Unit IV Adult Education

i) Introduction to adult education (AE) : Meaning , scope and

objectives of Adult Education (AE).

ii) Adult learning procedures - factors and conditions, effects of

age.

iii) Tools of learning.

iv) Teachers of AE – need for training.

v) Evaluation process in AE.

vi) Contents of AE , functional learning.

Unit V Adult Education in India

i) AE in India Context: Adult education in India –an instrument

for social generation and cultural transformation .

ii) Functional literacy programmes – Role of national literacy

mission, Total literacy Campaign in achieving the social aim

of education for all.

iii) Need for effective and constant monitoring, evaluation and

research in AE.

iv) Role of governmental agencies in promoting AE.





Paper V (b) Creativity & Education

Unit I Structure of Ability

i) Meaning and Concept of intelligence

ii) Major Theories of intelligence

iii) Some tests of intelligence (verbal, Non-verbal & Performance)

Unit II Conceptual frame work of Creativity Thinking.

i) Nature and Meaning of Creativity

ii) Creativity as a process.

iii) Theories of Creativity

iv) Relationship between creativity and intelligence.

Unit III Intellectual & Creativity Development

i) Stage of intellectual Development

ii) Impact of heredity and environment

iii) Stage of Creative development during the Pre-school, elementary &

secondary levels.

Unit IV Identification of Creativity Talent.

i) Measurement of Creativity

ii) Personality Characteristics of a Creative child

iii) Personality Characteristics of a Creative person.

Unit V Development of Creativity

i) Creativity in Teaching and learning.

ii) Different methods to faster creative Thinking

a) Creative problems – solving

b) Brain storming

c) Synectics.

Reference:

1. Rather, A. R.: Creativity: Its Recognition and Development; Sarup & Sons New Delhi.

2. Guilford, J. P.: The natute of Human Intelligence. New York: MCGraw-Hill Book

Company; 1967.

3. Kneller, G. P.: The art and science of creativity. New York: H.R. Winston, 1965.

4. Maslow, A. H.: Motivation and Personality, New York: Harper, 1954.

5. Mehdi, B.: Towards Learning Society. Norther Book Centre, Ansari Road, New Delhi.

6. Paramesh, C.R.: Creativity and Personality. Madras: Janatha Book House, 1972.

7. Rather, A. R.: Creativity and Dropout Incidence. Gulshan Publishers, Sringar, Kashmir,

1990.

8. Taylor, C. (ed): /Widening Horizons in Creativity. New York: John Wiley and Sons,

1964.

9. Torrance, E. P.: Guiding Creativity Talent . Prentice Hall of India Private Limited, New

Delhi, 1962.

10. Vernon, P.E.: Creativity. Penguin Modern Psychology Readings. Penguin Books, 1970.

Paper V (c) Distance Education

Unit I Philosophical & Historical perspective.

i) Philosophical foundations of distance education

ii) Historical Perspectives

iii) Growth of Distance learning System

iv) Historical Development of Distance Education in J & K state.

Unit II Distance Education

i) Distance Education: Meaning and Significance

ii) Goals and Objectives of Distance Education

iii) Distance Education: An academic discipline. Its need and importance

Unit III Self Learning Material (SLM) in Distance Education

i) Instructional material in Distance Education-SLMs, assignment, audio-

visual aids, use of ICT.

ii) Self learning material: Meaning, Scope, Importance and Characteristics.

iii) Types of SLM in distance education (print and non print).

Course design-need assessment, planning of SLM

Setting objectives-global, behavioural, evolving and expressive.

Deciding learning experiences

Criteria for content selection-selection of subject matter, Criteria for

sequencing, assessment and feedback, forms of assessment and

feedback.

Organizing the content-presentation style and format, text and visuals,

attractiveness and accessibility.

Deciding evaluation scheme.

Unit IV Evaluation Procedure in Distance Education

i) Meaning, Concept, and Need of evaluation in DE.

ii) Difference between evaluation in traditional learning and distance

learning.

iii) Comprehensive and continuous evaluation in DE.

iv) Formative evaluation in DE.

v) Role of tutor comments in motivation of distance learners.

vi) Summative evaluation

vii) Techniques of evaluation in Distance Education.

Dropout in distance learning and factors carrying distance learning.

Unit V Current Trends in Distance Education

i) Issues in Distance Education-quantity, quality, relevance and

effectiveness.

ii) Present status of distance Education system in India with special

reference to role of IGNOU

Role of following Institutions in Distance Education

iii) International council of Correspondence Education, International

Council of Distance Education, Common Wealth of Learning, Distance

Education Council of India.

Reference:

1. Criscito Pat; (2004): Barron’s Guide To Distance Learning. Barron’s E Publisher.

2. Daniel, J. S. et al; (1982): Learning at a Distance: A world Perpective. Athabasca

University, Edmonton.

3. Garrison, D. R. (1989): Understanding Distance Education Framework for future.

Routledge, Chapman and Hall, London.

4. Holmberg, B. (1986): Growth and Structure of Distance Education. London: Croom

Helm.

5. Holmberg, B. (1985): Status and Structure of Distance Education (2nd

Ed.). Lector

Publishing.

6. Holmberg, B. (1989): Theory and Practice of Distance Education. Routledge, Chapman

& Hall, London.

7. IGNOU (1988): Growth and Philosophy of Distance Education. (Block 1, 2 &3).

IGNOU, New Delhi.

8. Kaye, & Rumble (Ed) (1981): Distance Teaching for Higher and Adult Education,

London: Croom Helm.

9. Keegan, D. (1989): Foundations of Distance Education, London: Routledge.

10. Race, Phil (1944): The Open Leaning Handbook, Second Edition, London: Kogan Page.

11. Rathore, H. C. S. (1993): Management of Distance Education in India. New Delhi:

Ashish Publishing House.

12. Rumble Grevile and Harry, Keith (1982): The Distance Teaching Universities London.

Croom Helm Ltd.

Paper V (d) Elementary Computer Education

Unit I Computer Fundamentals

i) Introduction to Computers

ii) Parts of Computers (Hardware/Software, Input output devices)

iii) Computer Generations, Classification of Computer

iv) Applications of Computers

Unit II Computer Programming, Basic constructs.

i) Computer Languages

ii) Steps in Programming

iii) Algorithms & Flow Charts

Unit III Operating System

A. i) Types of Operating System – Dos, UNIX, WINDOWS.

ii) Brief introduction of Window

iii) Utility & application of software.

Unit IV Introduction to Computer Applications

i) Word Processing

ii) Spread Sheets

iii) Presentation Software

Unit V Introduction to Computer Networking

i) Applications and Features of Internet

ii) How does internet work, getting connected to Internet

iii) Introduction to e-commerce

Paper V (e) Educational Technology

Unit I Educational Technology:

i) Meaning, Objectives & Scope.

ii) Hardware & Software aspects of Educational Technology

iii) Evolution of Educational Technology

a) Audio –visual Phase

b) Cybernetic Phase

c) Psychology based Phase

d) Computer & Telecommunication Phase.

Unit II Taxonomy & Teaching Learning Aids.

i) Taxonomy of Educational objectives – Cognitive, Affective &

Psychomotor domains. Translation of objectives in behavioural terms.

ii) Teaching Learning aids:

a) Meaning & Significance

b) Types – Projected & Non-Projected.

Radio & TV – Educational use.

Unit III Innovations in Teaching

i) Programmed Learning

ii) Micro - Teaching

iii) Simulated Teaching.

iv) Flander’s Interaction Model.

Unit IV Communication

i) Concept & Functions

ii) Process of Communication

iii) Types of Communication:

a) Interpersonal Communication b) Mass Communication

iv) Uses of Communication

a) Reading b) Teaching

Unit V Concept of Systems Approach

i) Sub- System Components

ii) Closed & Open System

iii) Micro & Macro Education System

iv) Advantages of Systems approach

v) Effective planning

Increased control & Co-Ordination of optimum utilization of Resources.

References

1. N. Venkataiah; 2002, Educational Technology, APH publication corporation Daryagang New

Delhi.

2. A. Shehzad; 2007, Teacher’s Handbook of Educational Technology, Anmol, pubishing Pvt.

Ltd. New Delhi.

3. V. Santhosh; 2009, Information communications technology for teacher education, Kanishka

publisher’s New Delhi.

4. M. Mukhopadhyay; 1990, Educational Technology Challenging Issues. Sterlings publisher’s

Pvt. Ltd. New Delhi.

5. S. S. Chauhan; 1978, A text book of programmed Instruction. Sterling publisher’s Pvt. Ltd.

New Delhi.

6. B.D. Bhatt, S.R. Sharma; 2003 Educational Technology concept and Technique (Modern

Education Series) Kanisha publisher’s New Delhi.

7. Sharma, Motilal; 1985, Systems Approach to Education.

Paper V (f) Environmental Education

Unit I Environmental Education i) Meaning, scope and impotance of environmental education.

ii) Objectives of Environmental Education

iii) Approaches of Environmental Education, Role of

Environmental and Natural resources in sustainable

develoment.

Unit II Environmental Hazards

i) Causes and effects of environmental hazard, global and local:

environmental pollution and its remedies

ii) Green house effect - an impending catastrophe.

iii) Ozone layer depletion – environmental threat, acid rain, pillar

melting , rise of sea level and their implications.

Unit III Environmental Awareness

i) Salient features of environmental awareness through education:

programmes of environmental education for secondary school

children.

ii) Programmes of environmental education for attitude changes

among the children.

Unit IV Man and Environment

i) Man as a creator and destroyer, effect of human activities on

environment, values and ethics related to environment.

ii) Biodiversity: Conservation of genetic diversity. An important

environmental priority: learning to live in harmony with nature.

Unit V Sustainable Development

i) Sustainable development, Environmental Education for

development conservation of soil, water, forests, wild life,

movement to save environment, eco-friendly technology.

ii) National Parks, sanctuaries and Zoos, plan and projects of

Environmental protection like Save Dal, Save Hangul, Save

Tiger Project and Chipko movement.





REFERENCES:

1. Carson, Sean McB.,Environmental Education – Principles and Practices:

Edward Arnold Publishers, 1978

2. George, Martin and Turner, Environmental Studies U.K. Blond Education

3. Odum, E.P., ‘Fundamental of Ecology’ W.B.Saunders Company London (1971)

4. NCERT (1981) Environmental Education at school level

5. Saxena, A.B., ‘Environmental Education’ National Psychological

Corporation (1986)

6. Sharma, R.C.,Environmental Education Metropoltion Publishers, New Delhi, 1981

Paper V (g) Educational Measurement & Evaluation

Unit I Evaluation in Teaching Learning Process

i) Teaching – Learning

ii) Concept: Needs & Importance of Evaluation.

iii) Distinction between Evaluation, Assessment & Measurement;

Examination.

iv) Purpose of Evaluation – Diagnostic, Prognostic & Placement.

Unit II Approaches to Evaluation

i) Formative Evaluation

ii) Summative evaluation

iii) Distinction between Formative & Summative

iv) External & Internal Evaluation

v) Norm-reference & Criterion – Referenced Evaluation

Unit III Instructional Objectives

i) Educational & Instructional objectives; Relationship between

these two.

ii) Classification of Educational objectives; Bloom’s Taxonomy-

cognitive, Affective & Psychomotor Domains.

iii) Recent Trends in Instructional objectives; the NCERT & the

RCEM approach.

iv) Gagne’s views on Learning

Unit IV Techniques of Evaluation

i) Testing – concept & purpose

ii) self Reporting Techniques & Peer rating Techniques

iii) Observation Techniques

iv) Projective Techniques

Unit V Evaluation Tools

i) Essay Types & Objectives Type Tests

ii) Criteria of an Effective Tool:

a) Validity – Types & Factors affecting the validity

b) Reliability – Methods of Estimation & Factors

affecting reliability.

c) Objectivity & Usability


The paper setters shall set two questions from each unit with internal

option. A candidate shall have to attempt five questions. There shall be

however, no overall option in the question paper.

Paper V (h) Educational Guidance and Counselling

Unit I Guidance:

i) Concept, Type – Educational, Vocational, personal.

ii) Aims and Basic principles

iii) History of Guidance Movement in India & U. K.

Unit II Foundation of Guidance

i) Philosophical and Socio-cultural Foundations

ii) Psychological Foundation

iii) Importance of Intelligence, Personality & other Psychological Tests

Unit III Guidance Service

i) Information Service – Educational, Occupational, Personal.

ii) Appraised Service – Interview, Case study, commutative Record card,

observation.

iii) Placement Service – Educational, vocational.

Unit IV Organization of Guidance Service

i) Purpose of Organization

ii) Principles of Organization

iii) Guidance services at Elementary level.

iv) Guidance service at Secondary level.

Unit V Counselling:

i) Meaning, Purpose and Steps.

ii) Steps involved in counselling

iii) Directive and non-directive theories of counselling.

iv) Qualities of a Counsellor.





Paper V (i) Home Science

Unit I

i) History and development of Home Science in formal/ Non formal and

extension education

ii) Theories and practices of programme/ curriculum planning and

development

iii) Management and administration of formal/ non formal and extension

education

iv) Monitoring, supervision and evaluation of formal, non formal and

extension education.

Unit II

i) Child development ---- stages and principles

ii) Principles and theories of human development

iii) Early childhood care and development ---- emerging trends

iv) Development problems and disabilities during childhood and

adolescence.

Unit III:

i) Fundamentals of Nutrition

ii) Food Groups, Macro and Micro Nutrients

iii) Human nutritional requirements

iv) Food preservation, food preparation, food processing

Unit - IV:

i) Concept of Home Management, System approach to family.

ii) Family resources --- management of resources like time, energy and

money. Basic characteristics of resources, efficient utilization of

resources.

iii) Concept of communication in process and its importance in family,

barriers in communication process, resources for effective

communication.

iv) Consumer Education --- laws protecting consumer.

Unit - V:

i) Principles of clothing, Socio-Psychological aspects of clothing,

selection of fabrics, clothing and family clothing.

ii) Clothing Construction --- basic principles of drafting, flat pattern and

draping methods.

iii) Textile Design --- principles and concepts. Fashion designing ---

fashion cycle and business.

iv) Care and maintenance of textile material and garments.





Paper V (j) Linguistics & Education

Unit I

i) Introduction to Linguistics and its relation to other disciplines like

Education Psychology and Literature.

ii) Concept of Human Natural Language. Design Features of Language.

iii) Speech Vs. Writing.

iv) Human Vs. Animal Communication.

v) Saussurian Dichotomies. Chomsky’s competence and Performance.

Unit II

i) Scope and Branches of Phonetics.

ii) Consonants, Vowels and their Classification.

iii) Concept of Phonology, Phoneme, Phone and Allophone.

iv) Concept of Morphology, Morphme, Morph and Allomorph.

v) Prefixes, Suffixes and Infixes. Inflection Vs. Derivation

Unit III:

i) Basic Concept of Syntax, Parts of Speech, Concept of Phrases.

ii) An Introduction to Phrase Structure Grammer (PSG) and

Transformational Generative Grammer (TGG)

iii) Modern Notions of Semantics. Concept of Meaning.

iv) Sense and Reference.

v) Synonymy, Antonymy, Hyponymy and Polysemy.

Unit - IV:

i) Language Acquistion Vs. Language Learning. Universal Grammer

(UG) and Language Acquisition Device (LAD)

ii) Stages of Language Acquisition.

iii) Mother Tongue, Second Language and Foreign Language.

iv) Use of Language in Society. Concept of Communicative Competence.

Unit - V:

i) Nature and Scope of Applied Linguistics.

ii) Language and Education

iii) Methods and Strategies in Language Teaching.

iv) Lexicography, Translation and Stylistics.

v) Computational, Forensic and Clinical Linguistics.





Paper V (k) Physical and Health Education

Unit I Physical Education

i) A brief historical survey of physical education in India during Aryans,

Epic, Buddhist, Muslim and British period.

ii) Meaning, aims & Objectives of Physical education.

iii) Foundation of Physical education.

iv) Concept of Physical fitness.

Unit II Health Education

i) Meaning and Definition

ii) Aims & Objectives

iii) School Health Programmes

iv) Health Hazards – Drugs, Alcohol and smoking.

Unit III Psychological Basis.

i) Psycho – Physical unity of man

ii) Impulses, drives and urges

iii) Play-its meaning and definitions

iv) Role of play in Education

Unit IV Recreation/Physical deformities:

i) Recreational activities for various age groups in schools

ii) Recreational and its role in developing National in International

understanding

iii) Physical deformities their prevention and treatment

iv) Postural defects-remedial exercise.

Unit V Games and their organisation

i) working rules and laws on the following Games:

a) Football b) Hockey c) Cricket

d) Volley Ball e) Badminton f) Kabaddi

g) Table Tennis h) Basket ball I) Athletics

j) Gymnastics k) Cycling l) Kho-Kho

iii) Organizing different kinds of tournaments & fixtures





References

1. Teaching Methods for Physical Education – CLYDE KNAPP, E PATRIC, A

HAGMAN

2. McGraw Hill Book Company, Inc : London

3. Educational Dimensions of Physical Education – V.KRISHNA MURTHY AND N.

PRAMESHWARA RAM : Sterling Publishers Pvt. Ltd.

4. Physical Education Games and Athletics for Training Colleges – MABEL DAVIES.

RUSKIN HOUSE, GEORGE ALLEN AND UNWIN LTD… LONDON

5. Intramorals – LOUISE, MEANS, PRENTICE HALL, Inc

6. Rules of Games and Sports – YMCA PUBLISHING HOUSE, Jai Singh Road, New

Delhi – 1

7. Yoga – Vivekananda Kendra Prakashan, Madras

8. Principles of Evaluation in Physical Education – PHILIPA, SMITHELLS, PETER

ECAMERON, HARER AND BROTHERS PUBLISHERS, New York

9. Foundation of Physical Education, CHARLES A. BUCHER

10. Principles of Physical Education, J.F.WILLIAMS.

Paper V (l) Population Education

Unit I Population Education

i) Concept & Meaning

ii) Need and Importance

iii) Objectives of Population Education

Unit II Population Dynamics

i) Distribution & density

ii) Population composition – Age, Sex, Rural/Urban.

iii) Factors affecting Population growth – fertility, mortality & migration

(mobility)

Unit III Population & Quality of Life

i) Population in relation to Socio-economic Development, Health status,

Nutrition & Education.

ii) Effect of Unchecked growth of Population on national resources &

environment.

iii) Concept of small families norms & its Merits.

Unit IV Population Education in Schools

i) Scope of population education in school

ii) Methods & approaches: Inquiry approaches, observation, self study,

discussions assignments.

iii) Use of Mass Media – Newspapers, Radio, TV, & A-V aids.

Unit V Malthusian Theory

i) Salient features of the theory

ii) Critical analysis of the theory

iii) World population trends & its economic, social & political &

Educational implications.

References

1. U.K. Singh & K. N. Sudershan, Population Education, Discovery Publishing House, New Delhi-

110002

2. K. Bhatia, Population Education, Ankar Publication Educational Publisher Tajpur Road, Ludhiana-

140008

3. A. R. Khan, Population Education, Gulshan publication Srinagar.

4. J. C. Aggarwal, Population Education, Shipra publication New Delhi

5. M.V. Lakshmi Reddy, Population Education Ashish publishing House 8/81 Punjabi Bagh, New

Delhi-110026.

6. Dr. V. K. Gupta, Population Education, Ankur publication, Ludhaina.

7. Dr. M. Lakshmi Narasaiah, Population Education Discorvery publishing house, New Delhi

8. S. Venkataiah, Population Education, Anmol publication Pvt. Ltd, New Delhi.

Paper V (m) Special Education

Unit I Exceptionality

i) Meaning

ii) Society response – exclusion of integration.

iii) Levels of intervention (preventive, remedial, compensating)

iv) Special education (meaning, significance and scope)

Unit II Mental retardation:

i) Definition

ii) Levels of severity

iii) Causes of mental retardation.

iv) Treatment and services for mentally retarded.

v) Management and education of mentally retarded.

Unit III Delinquency:

i) Definition.

ii) Behavioural characteristics.

iii) Causes of delinquency.

iv) Identification and assessment

v) Educational stratergies

Unit IV Severe and Multiple Handicaps:

i) Definition

ii) Characteristics

iii) Causes

iv) Education, treatment and management of severely and multiply

handicapped.

Unit V Visual impairment:

i) Definition of visual impairment

ii) Causes of visual impairment

iii) Education of visually imparied children

iv) Definition Hearing impairment

v) Types and measurement of hearing cases.

vi) Causes Hearing impairment

vii) Education approach.





References

9. Montomary, D. (1990) Special Need In Ordinary Schools : Children with

Learning Difficulties, Cassel Educational Limited, London.

10. Ainscow, M. (1990) Special Needs in the Classroom : A Teacher Education

Resource Pack, UNESCO.

11. Berdine, W. and Blackhurst, A. (1985) An Introduction to Special Education,

Little Brown, Boston

12. Branwhite, T. (1986) Designing Special Programmes: A Hand book, Methun

13. Gearheart, B.R. (1974) Organisation, Administration of Educational

Programmes for Exceptional Children.

14. Reid, Kim (1988) Teaching the Learning Disabled, Allyn and Bacon Boston

15. Hallahan and Kauffman J.M.(1984) Exceptional Children, Prentice Hall

16. NCERT, Education of the Backward Child

17. Walsh, B. and Nancy,B.(1985) Tests and Assessment, Prentice Hall

10. Chronbach, L.J.(1970) Essential of Psychological Testing, Harper and Row, London

Paper V (n) School Management

Unit I Educational Management at the School level

i) Concept of Function of Educational Management: Basis of

management planning, organizing, control direction and

financing.

ii) Centralisation v/s Decentralisation in Educational Planning

district level planning and its extension to school level planning

functional, financial as well as administrative decentralisation

- Concept of Democratic Decentralisation with

Monitoring

- School as a unit of decentralisation planning

iii) Monitoring and Evaluation in terms of Modern Management

Techniques –case study, Man power surveys

iv) Educational Management information system (EMIS)

Unit II Micro Planning for School Management

i) Micro and Macro level planning –concept only

ii) Institutional Planning – Principles, planning execution: school

clusters.

iii) Block Resource centres and cluster Resource centre –scope to

be extended to secondary education. Their use for resource

generation.

iv) School Mapping-Need, Factors and Scope

v) Community participation, Mobilising the community resources

community for the school and school for the community.

Organization of village Education Communittees (VECs)

Unit III Management of Time and Resources

i) Time Management – Time schedules for various activities of

school-weekly, monthly and yearly calendar of activities.

ii) Preparation of daily, weekly, monthly and yearly plans for the

individual and the school.

iii) Management of Material Resources

iv) School building, library, laboratory, hostels, playground etc.

v) Procurement an optimum use of equipment, furniture, books,

physical facilities etc.

vi) Management of Human Resources-analysing inter-ersonal and

inter-group relation, teacher taught relations, teacher-teacher

relations, head teacher relation. Relationship with management

and administration, group dynamic.

vii) Management of Financial Resources – Developing and

monitoring budgets at school level.

Unit IV Managing the School activities

i) Role of a teacher in administration work admission,

classification, maintenance of office and school records.

ii) Organization and Management of various co-curricular

activities in school

iii) Management of school associations

iv) Managing the examination/Evaluation

v) Organisation of Health programme – Health Instructions,

Healthful living and Health services in schools

Unit V School Administration and Supervision

i) School administration, management and supervision,

monitoring etc.

ii) Areas of school Organization – Changing directions

iii) Decision Making – Preparing for leadership

iv) Responsibility for effective school functioning

v) Techniques of school supervision

vi) Educational Administration – Structure at different levels

NCERT, NIEPA, NCTE, SCERT/SIE/SISE, IASE, Directorates

of education CBSE, SBE (State Board of SE) etc.

Paper V (o) Value Education

Unit I Nature & Determinants

i) Nature and sources of values, biological, Psychological, social and

ecological

ii) Determinants of values, - their bearing on education in varying

degrees.

Unit II Classification

i) Classification of values into various types, material, social, moral and

spiritual values; status of values.

ii) Role of education in realising these values.

Unit III Disvalues

i) Evils or dis-values –material, social, economic, moral and religious

evils leading to faithlessness and irreverence;

ii) Role of education in overcoming these negative values.

Unit IV Development of Values

i) Levels of value realization, how to resolve the conflicts among values,

how to work for the integration of values that are embedded in

education.

i) Development of values as a personal and life-long process teaching of

values as an integral part of education.

Unit V Value - Orientation

i) A critical analysis of teachers, school personal, students and parents

& curriculum in terms of value orientation.

ii) Value of self-sacrifice vs value of self-centeredness.

iii) Value of excellence vs value of ego-centricism.

iv) Value of work vs value of selfishness.





Paper V (p) (Optional) Group Project Work(GPW) Marks : 100

Project Work. It shall be carried out on the following themes:

1. Critical appraisal of any three text books.

2. Review of two books written on any theme in Education other than texts.

3. Review of 10 articles written in Education & Published in any State/Nature

newspaper.

4. Preparation of Instructional material for any subject at any grade level.

5. Preparation of Cumulative Record for any 10 school students.

6. Identifying learning difficulties & Suggesting remedial themes.

7. Administration of any one standardized test of Intelligence, Aptitude, Creativity,

Adjustment, Personality, Values , Attitude, Scholastic achievement & interpret

data.

8. Construction & Standardization of an Achievement test in any school subject.

9. Surveying a nearby Community and assessing their Educational & Social needs.

10. Conducting awareness Programmes in the Community like Environment &

Conservation, tree plantation, Watershed management, Health programmes

(Immunization)

11. Conducting literacy programmes in the community.

12. Remedial teaching for poor & needy students.

13. Identifying & helping the children with special needs.

14. Making an organizational plan for proper management of infrastructural

resources in a school building.

15. Conducting medical examination including vision test, with the help of a doctor

recording of height, weight, chest, physical defects of any.

16. Critical review of at least 3 TV/Radio programme highlighting their Educational

significance.

17. Case studies of 5 children with special needs in a school situation.

18. Preparing a small dictionary of the difficult words used in upper primary &

Secondary language text books.

19. Study of human rights violation based on newspaper reports/news magazines.

20. A case study of two local industries, their raw materials, products & pollutants.

21. Population studies of plant & animals species in different eco-system like

ponds, grass land, forests, & gardens.

22. Case study of there exceptional children, suggesting measures to arrange for

their specific Educational needs.

23. Recording interviews of six adolescent boys & girls (3each) with special

emphasis on their problems. They are facing in home, health, social, emotional

& educational areas.

24. Implementation of Operation Blackboard scheme in a particular

locality/education zone.

25. Implementation of Nutrition Programmes for Pre-scholars in a particular

locality/education zone.

26. Role of the Pollution Control boards.

27. Role of Voluntary organizations in controlling pollution.

28. Surveying the non-formal/adult education centres in locality/education zone

29. In addition to the above themes Project work can be carried out as a theoretical

critical study or an empirical study on any theme covered in any of the eight

theory papers (Paper I to Paper VIII).

Note :- The project shall be undertaken on individual basis. The candidates shall be

required to submit two copies one each to Dean, Faculty of Education & the

Controller of Examination within 7days after the complete of theory

examination. The evaluation of the project shall be done jointly by the external

& internal examiners at the time evaluation other components of Paper IX

(Internship & P.O.T.)

Paper VI Teaching of English

Unit I Position of English Teaching

i) The Charter of 1813, Problem of language study, 3-language formula.

ii) The Position & role of English in India.

iii) The Objectives of teaching English as a 2nd

language at Secondary

level.

iv) Problems in effective teaching of English as a 2nd

language.

v) Principles of teaching English – Psychological , linguistic &

Pedagogical.

Unit II Methods :

i) Grammar – translation method.

ii) Structural – Situational method.

iii) Communicative method.

iv) Direct method.

v) Bilingual approach

vi) Eclectic approach

Unit III Reading & Writing

i) Meaning and Importance of Reading

ii) Loud/Silent; intensive/extensive reading.

iii) Skimming/Scanning; Reading defects and their cure.

iv) Qualities of good handwriting;

v) Defects in writing skills and their improvement

vi) Describing persons, places, objects and events.

vii) Summarizing and elaborating.

Unit IV Teaching of Prose & Poetry & Evaluation

i) Teaching Prose & Lesson planning

ii) Teaching Poetry & lesson planning

iii) Concept & Meaning of Evaluation

iv) Criteria of a good language test

v) Error analysis & remedial teaching

vi) Type of language tests.

Unit V Content

i) Determiners, auxiliaries & Models.

ii) Phrasal Verbs, Adverbs, Prepositions & Connectors

iii) Tenses & Clauses.

iv) Active & Passive Voice

v) Direct – indirect speech

vi) Punctuation

vii) Ryhme & Rhythm

viii) Simile & Metaphar

ix) Alliteration & Pun

Note:

i) The paper setters shall set two questions from each unit with internal option. A

candidate shall have to attempt five questions. There shall be however, no overall option

in the question paper.

ii) The content portion appearing at unit IV & V is prescribed for students at secondary

stage, the purpose of including this correct portion is to enable the teacher educators to

apply the necessary pedagogical & instructional skills while teaching in the classroom

situation for the benefit of students teachers. The teacher Educators may use necessary

teaching aids while delivering the lesson of the content part.

Reference:

1. R Quirk and S Greenbaum (Longman):A University Grammer of English

2. A.J. Thomson and A V Martinet : A Practical English Grammer (O.U.P.)

3. Raymond Murphy : Intermediate English Grammer (C.U.P.)

4. Peter Hubbard, Haywel Jones, Barbara Thornton, Rod WheelerA Training Course for

TEFL (ELBS?OUP)

5. Francoise Grellet : Developing Reading Skills (CU.P.) Francoise Grellet

6. Micheal Mc-Carthy, Felicity )’Dell : English Vocabulary in Use (C.U.P.)

7. F.L.Billows : The Techniques of Language Teaching (Longman)

8. Wilga Rivers : Teaching Foreign Language Skills (University of Chicago Press);

9. John Haycraft : Introduction to English Language Teaching (Longman)

10. Donn Bryne : Teaching Writing skills (longman)

11. W.R.Lee : Language Teaching Games and Contests (O.U.P.)

12. John Haycraft : Visual Materials for the Language Teacher (Longman)

13. H.G. Widdowson : Teaching writing as Communication (O.U.P.)

14. A C Gimson : In introduction to the Pronunciation of English (Edward Arnold)

15. J.D.O’Connor : Better English Pronunciation (C.U.P.)

16. C J Brumfit : Problems and Principles in English teaching (Pergamon)

17. C J Brumfit & K Johnson : The Communicative Approach to Language Teaching

(O.U.P.);

18. Jane Willis : Teaching English through English ( A Course in Class Language and

Techniques) (ELBS)

19. Richards and Rodgers : Approaches and Methods in Language Teaching (C.U.P.)

20. A.S.Hornby : The Oxford advanced Learner’s Dictionary of Current English (O.U.P.).

Paper VI Teaching of Urdu M. Marks 80

Unit I: Position of Urdu Teaching

i) Origin and development of Urdu language.

ii) Objectives of teaching Urdu at elementary & secondary levels.

iii) The quality of a good Urdu teacher.

iv) Problems of Urdu teaching.

Unit II: Methods

i) Translation method

ii) Direct method

iii) Play way method

iv) Structural approach

v) Communication approach

vi) Bi lingual method.

Unit III: Reading & Writing

i) Importance, concept & meaning

ii) Types of reading silent/loud, extensive & intensive, Reading

comprehensive reading defects and their cure.

iii) Elementary knowledge of Urdu scripts______ khat-e-Naskh, Khat-e-

Nastaliq, Khat-e-Shikast.

iv) Teaching of alphabets borrower from Arabic/Persian & Hindi ____

their shapes & no new clutive.

v) Quality of good handwriting.

vi) Defects in writing skills and their improvement.

vii) Essay writing

Unit IV Teaching of Prose and Poetry

i) Teaching of Prose and Lesson planning

ii) Teaching of poetry and lesson planning

iii) concept and meaning of evaluation


v) Error analysis and remedial teaching

vi) Type of language Tests.

Unit V: Content

i) A brief history of literature Aligarh movement, programe movement.

ii) Main school-Dabistans of Lucknow, Delhi.

iii) Various forms of Urdu literature. (Prose; Dastan, Novel, Afsana,

Drama, Inshia).

iv) Standard sounds of Urdu, Vowels, consonants, Haroor-e-shamsi &

Qamari, stress & information, improvement in pronunciation.

Note:


candidate shall have to attempt five questions. There shall be however, no overall

option in the question paper.






Paper VI Teaching of Kashmiri M. Marks 80

Unit I:

i) Origin and development of Kashmiri language.

ii) Objectives of teaching of Kashmiri at elementary & secondary levels.

iii) The quality of a good Kashmiri teacher.

iv) Problems of Kashmiri teaching.

Unit II:

i) Kashmiri Phonology; Vowels and consonants.

ii) Kashmiri Script; Spelling and Diacritical Marks.

iii) Correction of miss-spelt words.

iv) Correction of wrong sentences.

Unit III:

i) Essay Writing

ii) Letter Writing

Unit IV

Poetry: The following poets only:

Lal Dyad, Shekhul Alam, Mahmood Gami, Rasool Mir, Swachhi Kral, Shams

Faqir, Maqbool Shah Kralawri, Mehjoor, Azad & Nadim.

Text Prescribed: Nev Shaari Sombran (Published by the Department of

Kashmiri)

Unit V

Prose: The following authors only:

Akhter Mohi-ud, Mohi-ud-Din Hajni, Rahman Rahi, Amin Kamil, Hari Krishan

Koul, Ratan Lal Shant, Shafi Shauq.

Text Prescribed : Nasrich Kitab (Published by the Department of Kashmiri)

Note:









Paper VI Teaching of Hindi M. Marks 80

Unit I: Position of Hindi Teaching

i) Origin and development of Hindi language.

ii) Objectives of teaching Hindi at elementary & secondary levels.

iii) Role of Hindi as a link language in India.

iv) Problems of Hindi Teaching.

Unit II: Methods


ii) Play way method

iii) Direct method



i) Concept, Meaning and Importance of Reading

ii) Types of reading silent/loud, extensive & intensive,

iii) Reading defects and their cure.

iv) Quality of good handwriting.

v) Defects in writing skills and their improvement.

vi) Summarizing and elaborating

i) Essay writing/Letter writing

Unit IV Teaching of Prose and Poetry

ii) Teaching of Prose and Lesson planning Prose

iii) Teaching of Poetry and lesson planning Poetry

iv) concept and meaning of evaluation

v) Criteria of a good language test

vi) Error analysis and remedial teaching

Unit V: Content

i) Standard sounds of Hindi, Vowels, consonants correct pronunciation in

Hindi.

ii) Definition & Kinds of Nouns & Adjectives.

iii) A detailed description of the life & works contribution of Kabir & Tulsi

iv) Study of the following:

a) Kabir’s Dohe (7th & 9

th Grade Texts)

b) Mekadevi’s Murjaya Phool (7th Grade Text)

c) Giloo (Story) – (8th

Grade Textbook)

d) Nilakant-(10th Grade Text)

Note:









Paper VI Teaching of Punjabi M. Marks 80

Unit I: Position of Punjabi Teaching

i) Origin and development of Punjabi – its dialects.

ii) Importance of Punjabi as a regional language

iii) Objectives of teaching Hindi at Elementary & secondary levels.

iv) Present position of teaching of Punjabi in Punjab and J & K.

Unit II: Methods


ii) Play way method

iii) Direct method



i) Concept, Meaning and Importance of Reading

ii) Types of reading silent/loud, intensive & extensive,

iii) Reading defects and their cure.

iv) Quality of good handwriting.

v) Defects in writing skills and their improvement.

vi) Essay writing/Letter writing

vii) Lesson Planning.

Unit IV Teaching of Prose and Poetry & Evaluation

i) Teaching Prose & Lesson planning

ii) Teaching Poetry and lesson planning

iii) Concept and Meaning of Evaluation


v) Error analysis and remedial teaching

vi) Types of language tests.

Unit V: Content

i) Detailed description of life and works of Baba Fareed and Amrita

Preetam.

ii) Flok songs and its importance

iii) Nouns & its Kinds

iv) Adjective & its Kinds

v) Phase & idioms.

Note:









Paper VII Teaching of History & Civics

Unit I Nature and Scope of Social Sciences

i) Social Science and Social Studies: Core subjects of social sciences-

History, Civics, Geography, Economics Inter relationship between

them.

ii) Structure and scope of History & Civics, History/Civics as a basic

discipline, its importance in day to day life and its role in international

understanding.

iii) Study of Regional History and place of Regional History in teaching.

iv) Instructional objectives of teaching History at secondary level.

Unit II Curriculum in History and Civics

i) Place of History and Civics in secondary school curriculum

ii) Approaches to curriculum organization: chronological concentric,

topical correlational, curriculum design.

iii) Teacher and curriculum planning, hidden curriculum Evaluation of

curriculum Analysis of Text books, Gender bias in secondary social

science curriculum.

Unit III Methodology & Teaching Aids

i) Source method

ii) Project method

iii) Dalton plan

iv) Narration method (Story – telling)

v) Role – play method

vi) Selecting and using teaching aids : Chalkboard, objects and specimens,

Histrionics, models, graphs, charts, maps, pictures, slides, films,

filmstrips, audio visual aids, projected aids : slide projectors, film

projector, overhead projector, epidiascope.

Unit IV Towards a new world order: (Content I)

i) The First World War : Causes and Consequences

ii) The world between two Wars : Fascism in Italy and Germany

iii) Emergence of USA, Soviet Union and Japan

iv) Nationalist Movement in Asia and Africa

v) The Second World War and its consequences : setting up of U.N.O.,

Emergence of Independent nations.

vi) The Cold War and Military Blocks, Chinese Revolution, Non

Alignment movement.

vii) India’s struggle for independence : From the revolt of 1857 to Partition.

Post independence developments.

Unit V (A) Heritage of India

i) The land and people, Art and Architecture

ii) Indian Constitution : Fundamental Rights and Duties

iii) Government at the State and Central level.

(B) Regional History

i) Awanti Verman & Lalita Datiya

ii) Sultan Zain-ul-Abideen Budshah & Youssuf Shahi-Chak

iii) Haba Khatoon & Lala Ded.

Note:





stage, the purpose of including this correct portion is to enable the teacher educators

to apply the necessary pedagogical & instructional skills while teaching in the

classroom situation for the benefit of students teachers. The teacher Educators may

use necessary teaching aids while delivering the lesson of the content part.

Reference :

1. Gunning D: The Teaching of History

2. Aggarwal, J.C : Teaching of History

3. Kochhar, S.K. : Teaching of History

4. Chaudhary, K.P. : Effective Teaching of History in India

5. Johnson,H. : Teaching of History in Elementary and Secondary Schools

6. Teaching of History in Secondary School : NCERT, New Delhi

7. The curriculum for the ten year school : NCERT, New Delhi

8. Handbook of History Teachers: NCERT, New Delhi

9. Harlikar : Teaching of Civics in India

10. Crary Ryland W : Education for Democrative Citizenship

11. Michael J.V. : Social Studies for Children in Democracy

12. Brune, H.E. : Teaching of History and Civics

13. Tyagi, G.S.C : Nagrik Shastrake Shikshan

14. Bhargava, V.S. : World History

15. Basham, A.L. : The wonder that was India

16. Carr, E. H. : What is History

17. Collingwood R.G. : The idea of History

18. Mare Block : Hisrtorian’s craft

19. Sarkar, J.N. : India through the Ages

20. Mazumdar, Chaudhary and Datta : Advanced History of India

21. Novak and Gowin : Learning How to learn

22. Hayes, D.A : A Source Book of Interactive Methods for Teaching with Texts

23. Jaini Whyld (Ed.) : Sexism in Secondary Curriculum,

24. Kalia, N.N. : Sexism in Indian Education: the lies we tell our children

25. Karabel. J and Halsey. A. : Powers and Idelogy in Education

26. Prescribed text books of History and Civics for IX classes.

Paper VII Teaching of Geography M. Marks 80

Unit I Nature and Scope of Social Sciences

i) Social Science and Social Studies: Core subjects of social sciences-

History, Civics, Geography & Economic, Inter relationship between

them.

ii) Structure and scope of Geography, Geography as a basic discipline, its

importance in day to day life and its role in international understanding.

iii) Study of home region and place of local Geography in teaching.

iv) Instructional objectives of teaching Geography at secondary level.

Unit II Instructional Planning

i) Methods : Lecture, Project, Discussion, Assignment, Problems solving,

Demonstration, Inductive and Deductive, Regional, Case study methods

Field trip, observation, Illustration, questioning techniques.

ii) Content Analysis, Writing objectives in behavioral terms.

iii) Preparation of unit plan and lesson plan.

Unit III Evaluation

i) Objectives of evaluation in Geography, developing a Blue Print –

objective, content, types of item in it.

ii) Essay type, short answer type and objective type questions in Social

sciences, their advantages and limitations, Framing different types of

questions.

iii) Construction of achievement test items,

iv) Continuous evaluation using feedback for improvement of teaching and

learning.

Unit IV General Geography of World (Content I)

i) Natural environment: The atmosphere – factors determining weather

and climate. The Lithosphere – the changing face of earth, external and

internal processes. The Hydrosphere – relief of the ocean floor. The

Biosphere – inter relationship between man with atmosphere,

lithosphere and hydrosphere.

ii) Major natural regions of the world.

iii) Resources and their classification : renewable and non renewable,

potential and developed resources. Distribution and Utilization of

resources – land, soil, forest, fisheries, power resources and their

conservation

Unit V Population & Occupation

i) Population – Distribution, growth and density of population.

ii) Occupation :- Primary occupation – food gathering, animals husbandry

and mining, Secondary occupation – industries. Teritary occupation –

trade, transport, communication and services.

iii) Man’s intervention: needs and efforts to improve the quality of

environment.

Note:

i) The paper setters shall set two questions from each unit with internal



ii) The content portion appearing at unit IV & V is prescribed for students at

secondary stage, the purpose of including this correct portion is to enable

the teacher educators to apply the necessary pedagogical & instructional

skills while teaching in the classroom situation for the benefit of students

teachers. The teacher Educators may use necessary teaching aids while

delivering the lesson of the content part.

Reference:

1. Bining and Bining : Teaching of Social Studies in Secondary School

2. Gursharan Tyagi : Arthashastra Shikshan : Gursharan Tyagi

3. UNESCO : Source Book of Teaching Geography

4. B C Rai : Methods of Teaching of Economics

5. N. Hasen : Teachers Manual in Economics

6. S. K. Kochar : The Teaching of Social Studies

7. V C Sinha and R. N. : Dubey Economic Development and Planning

8. H.L. Ahuja : Parambhik Aarthik Siddhant

9. Samajik Vigyan (Hindi) Part I and Part II : Board of Sec Ed Rajasthan

10. Our Economy- An introduction : NCERT, New Delhi

11. General Geography : NCERT, New Delhi

12. O. P. Verma : Teaching of Geography

13. B.D. Shaida : Teaching of Social Studies (Hindi)

14. M. S. Rao. : Teaching of Geography.

Paper VIII Teaching and Bio-Science

Unit I

i) History & nature of Science

ii) Role & importance in daily life

iii) Path tracking discoveries & land mark developments in science

iv) Eminent world scientists, eminent Indian scientists (special

reference to Natural Scientists)

v) Importance & place of Bio-Science in school curriculum

vi) Objectives, of teaching Bio-Science with special reference to the

Tara Davi seminar, Kothari Commission & Ishwar Bhai

Committee.

Unit II Planning for teaching Bio-Science

i) Developing year plans, unit plans, lesson plans.

ii) Preparation of lesson plans on the basis of standard Principles.

iii) Preparation & development of improvised apparatus.

iv) Preparation, selection & use of teaching aids.

v) Importance of field trips, science clubs, science fairs, science

museums as non-formal approaches of science teaching.

vi) Maintance of Aequarium.

Unit III Methods of Teaching

i) Lecture Method

ii) Demonstration method

iii) Demonstration-cum-Discussion method

iv) Heurestic method

v) Inductive deductive method

vi) Project method

Unit IV Content (Botany)

i) Life Processes in Plants.

ii) Nutrition: Type of nutrition: Autotrophic: Heterotrophic.

iii) Photosynthesis: Process and mechanism, Transport of material

Diffusion, Osmosis and Plasmolysis. Absorption of water, process

of Traspiration. Mechanism of stomatal opening and closing.

iv) Reproduction: Asexual & Sexual Reproduction, Growth and

development in plants

v) Growth regulators: Auxins, Gibberelines, abscisic acid.

vi) Biosphere: Meaning and definition, components of Biosphere.

vii) Ecosystem: Bio/geo chemical cycles.

viii) Natural resources, renewable and non renewable resources.

Unit V Content (Zoology)

i) Life Process in animals

ii) Nutrition: Feeding mechanism, Digestion and absorption of food

iii) Respiration in animals and man

iv) Blood circulation: Blood structure and function; Heart structure

and function, course of circulation.

v) Excretion; Structure and functions of kidney. Urine formation.

vi) Nervous system: Structure of Brain; structure and function of

Endocrine system.

vii) Cell structure, cell organelles, cell division (Mitosis & Meiosis):

Ecosystem and Bio-Sphere.

Paper VIII Teaching of Physical Science

Unit I

i) History & nature of Science

ii) Role & importance in daily life

iii) Path tracking discoveries & land mark developments in science

iv) Eminent world scientists, eminent Indian scientists (special

reference to Natural Scientists)

v) Importance & place of Physical Science in school curriculum

vi) Objectives, of teaching Physical Science with special reference to

the Tara Davi seminar, Kothari Commission & Ishwar Bhai

Committee.

Unit II Planning for teaching Physical Science

i) Developing year plans, unit plans, lesson plans.

ii) Preparation of lesson plans on the basis of standard Principles.

iii) Preparation & development of improvised appoints.

iv) Preparation, selection & use of teaching aids.

v) Importance of field trips, science clubs, science fairs, science

museums as non-formal approaches of science teaching.

Unit III Methods of Teaching

i) Lecture Method

ii) Demonstration method

iii) Demonstration-cum-Discussion method

iv) Heurestic method

v) Inductive deductive method

vi) Project method

Unit IV Content (Physics)

i) Motion, force, work & energy, displacement motion and its types

speed velocity and acceleration, force-magnitude and direction.

ii) Heat as energy, temperature, transfer of heat thermal expansion &

change of state.

iii) Newton’s Law, qualitative concept of relativity, universal law of

gravitation, Kepler’s.

iv) Simple pendulum, restoring force, SHM, displacement,

amplitude, frequency time period, expression for time period,

wave motion, propagation of through a medium, longitudinal and

transverse waves length, relation between speed, frequency and

wave length, transfer of energy and momentum in wave

propagation, periodic motion, sound waves and their nature.

v) Light, image formation by spherical mirrors and lenses, telescope,

microscope, defects of vision and correction perception

perception of colour, colour blindness, composition of white light,

wavelength and colour of light.

Unit V Content (Chemistry)

i) Introduction to chemical reactions, types of chemical reaction

combination decomposition displacement reactions by performing

actual classroom activities related to these reactions (wherever

possible)

ii) Introduction to the electronic concept of oxidation-reduction,

oxidation number and redox reaction by demonstrating different

redox reactions in the class and discussing their chemical

equations.

iii) Endothermic and exothermic reactions by performing the

activities of dissolution of any NH4Cl in water, evaporation of

water, spirit (endothermic) and adding water to quick lime,

dissolution of NaOH in water, H2SO4 in water and neutralization

reaction (exothermic) of aq. NaOh by aq. HCL. Concept of rate of

reaction, factors affecting the rate-effect of (a) Concentration (b)

Temperature (c) Pressure and (d) Catalyst.

iv) Elementary idea of Electro chemical cell and dry cell

v) Rusting of iron & preventive measure mole concept and solving

of numeric problems related to the mole concept.

Paper VIII Teaching of Mathematics M. Marks 80

Unit I Mathematics – Historical Background

i) Meaning of mathematics

ii) History of Mathematics

iii) Contributions of Indian Mathematicians with reference to

Bhaskaracharya, Aryabhatta, Leelabathi, Ramanujan.

iv) Contribution of Euclid, Pythogorus, Rene-descarte.

Unit II Methodology

i) Inductive & Deductive

ii) Analytical & Synthetic

iii) Heuristic, project and laboratory

iv) Various techniques for teaching mathematics viz, oral, written,

drill, assignment; supervised study and programmed learning.

Unit III Instruction in Mathematics

i) Meaning and importance of a lesson plan

ii) Performa of a lesson plan and its rationality

iii) Meaning and purpose of a unit-and-unit plan and an yearly plan

iv) Developing low cost improvised teaching aids relevant to local

ethos

v) Maintaining and using blackboard, models, charts, TV, films and

video tapes and VCR.

Unit IV Content – I

i) Mensutation: Volume and surface Area of Cube, cone, cylinder

and sphere

ii) Linear Equation of one and two variables

iii) Rational Expression & Quadratic equation

iv) Ratio & Proportion and Factors

Unit V Content – II

iii) Circle & Geometrical Constructions

iv) Statistics: Mean, Median, Mortality table, cost of living index and

price index.

v) Sets & surds.

Note:

i) The paper setters shall set two questions from each unit with internal



ii) The content portion appearing at unit IV & V is prescribed for students at

secondary stage, the purpose of including this correct portion is to enable

the teacher educators to apply the necessary pedagogical & instructional

skills while teaching in the classroom situation for the benefit of students

teachers. The teacher Educators may use necessary teaching aids while

delivering the lesson of the content part.

(Paper IX) Internship & Practice Teaching Marks : 300

i) Internship (50 marks)

- Mastery of basic skills required for maintenance of

school records (Admission, Attendance, Examination)

- Attending & organized Morning assembly.

- Attending staff meetings & preparing school time table

- Observing 3 lessons delivered by any teacher on the

staff as per the school time table & preparing a report

on that.

- The duration of internship shall be six working days.

- The evaluation of this component shall be done jointly

by the Head of the Institute & the Supervisor.

ii) Preparation of Teaching aids (50 marks)

- Teaching aids to be prepared for two content-cum-

Methodology papers separately. These aids are to be

prepared for all the fifteen lessons to be delivered in

each subject.

iii) Mastery of Teaching Skills (100 marks)

- Micro teaching/ Simulated teaching sessions shall be

conducted by the college prior to the practice of

teaching, emphasis shall be laid on the development of

some basic major skills of teaching.

iv) Practice Teaching (100 marks)

- The practice teaching shall be conducted for fifteen

working days. Each day a student teacher shall deliver

two lessons in each subject. All these lessons shall be

supervised by the Head of the Institution & the

concerned Supervisor. The two criticism lessons shall

be delivered in presence of other teachers on the staff.

1.3

Documents

culture education

education secularism

education democracy

education learning

education socialism

education equality

women education

education individual